Teacher-Student Interaction and Chinese Students' Mathematics Learning Outcomes: The Mediation of Mathematics Achievement Emotions

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  In Roundtable Session: Teacher Beliefs, Effective Teaching, and Student Learning Outcomes: What's the Connection?

Abstract

This study aims to investigate secondary students’ mathematics achievement emotions and their mediating effects on the relationships between teachers’ interactional styles (i.e., leadership and student freedom styles) and students’ mathematics learning outcomes in mainland China. A total of 1,423 Grade 7 to 9 junior secondary students responded to a questionnaire that comprised three sets of scales. The results indicated that students’ mathematics learning outcomes were positively associated to teachers’ leadership and student freedom styles. Moreover, students’ mathematics achievement emotions mediated the relationships between these two interactional styles and their mathematics learning outcomes including both achievements and affective outcomes. These results provide implications for the improvement of mathematics teaching in China.

Authors

• Wei Lin, Shenzhen Institute of Educational Science Research

• Hongbiao Yin, Chinese University of Hong Kong